MCAS QUESTIONS Question about the Motion of a Toy Car Standard 4: Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Activity:
Question about Riding the Bike to School Standard 4: Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change.
Activity: Design and construct a candle wheel that demonstrates how heat can cause a propeller to spin. Children could record the time it takes them to ride to and from the same place for multiple days and then graph the results
In grades PreK–2, students’ curiosity is engaged when they observe physical processes and sort objects by different criteria. During these activities, students learn basic concepts about how things are alike or different. As they push, pull, and transform objects by acting upon them, the students see the results of their actions and begin to understand how part of their world works. They continue to build understanding by telling stories about what they did and what they found out.
Medford does not really have a science curriculum map. Teachers just teach based on the requirements of the state.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Stage 1 Activity: Objective:
Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Activity type:
Learn about the push and pull of objects. Then try pushing cars on a different surfaces (e.g., rough, soft). Make predictions as to what directions and how the surface will affect how the car will move and how far they will go. Students can record their results.
Instructions: 1. The teacher will read the book, Silly Sally by Audrey Wood and list ways people move on a chart.
2. After discussing how people move, the children will experiment with how objects move. 3. They will sort objects using a venn diagram by push, pull or both. 4. Next, student will experiment with rolling cars over different surfaces and use a recording
5. Before they begin, students should make predictions about which surface will be the easiest/hardest to push the car on
6. After the children have experimented, discuss as a group the finding and look back at the predictions.
Classroom materials:
Book:Silly Sally, objects you push and pull, toy cars, different surfaces, venn daigram and recording sheet
Assessment:
1. Children sort pictures of objects under labels of "push", "pull", or "both"
2. Children present in small groups their finding and explain why one surface is easier/harder to push the car on
Please place a comment about my stage one activity below :)
Dorrie,
Sounds like a great lesson. You could have the students complete a graph with their results. When I did a similiar lesson we used sand paper, the carpet, and tile for the different surfaces. Love the book Silly Sally. Great choice!! :)
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Activity 1
What is the Web 2.0 tool?
Quizlet is an online tool for creating flash cards. Students can also take a quiz based on the flash card content. You can make your own flashcards to use with your class, or you can search for already created content that in many Earth Science categories.
Activity 2: Concepts needed for assessment: Pushing, pulling, the effect a surface has on movement I made a test using ClassMaker Students will all take the test at the same time in the computer lab. The teacher could read aloud the questions one by one as the students click their answers.
Please try taking the First Grade Push and Pull Test I made using ClassMaker:
Hi Dorrie -- This is great. One suggestion. Change the wording below to address a student in your class OR another teacher who might use this activity with her/his class. This will make things easier for you when you create your lesson. Kathy
Workshop 6 - Scientific Investigations
Black Box Investigation
I would use this activity as either a review of material already learned in a push and pull unit or as a introduction to activate students prior knowledge. I would have several cubes with pictures and words of things that can be pushed, several cubes with pictures and words of things that can be pulled, and cubes with pictures and word of things that can be both pushed and pulled. The children would work in small groups to determine what all the pictures had in common. They would use their prior knowledge to make predictions about what the covered side could have on it.
Objective:
Students will discuss the relationship of the pictures and words on the Black Box Cube and predict what the covered side might possibly have on it. They will need to determine what all the other pictures/words have in common.
Materials: pencil, paper to record predictions and the template below
Pictures/Words for cubes:
Cube 1: swing, shopping cart, baby stroller, wheelbarrow, keyboard buttons, (covered side would say: things that can be pushed)
Cube 2: hair pull, tug of war, dog on a leash, luggage, digging with a shovel, (covered side would say:things that can be pulled)
Cube 3: door, chair, brushing your teeth, toy car, container with a top on it, (covered side would say: things that can be pushed and pulled)
The teacher should model this using other dice with different concepts. The teacher should guide the students through the process of discussing the evidence (pictures/words) and making predictions about what the hidden pictures/words might be. the teacher should point out how he/she is using the pictures/words as supporting evidence to help make an informed prediction.
As an assessment, the teacher could ask the students to create their own Black Box template with pictures of either push, pull or both items. Then a peer could try to figure out which concept the template was about.
Stage 2 Activity:
Objective:
1. The students will be able to describe and explain what friction is.
2. The students will be able to describe the effects different surfaces have on the motion of a toy car.
3. The students will be able to read and create a bar graph to show the results of their experiment.
Standard:
231. Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Materials:
3 toy cars of different colors per group, 3 pieces of wood (1 covered with sandpaper, 1 covered with aluminum foil, and 1 not covered), textbooks, trial recording sheet, pencil
Task:
Students have been learning about forces and motion. They have had some introductory lessons on friction.
Students will learn more about friction by racing toy cars on three different surfaces. They will record their data for ten race trials. They will then create a bar graph to show results.
Procedure:
1. Students will have 3 pieces of wood. One will be covered with sand paper, one will be covered with aluminum foil, and one will have no covering.
2. Students will work in pairs to build 3 tracks using the wood pieces and text books to create an incline.
3. Students will record a hypotheses about which surface will be the fastest and the slowest.
4. Students will conduct ten race car experiments to test the effects of different surfaces on the speed of the cars. They will line up the 3 cars for a race to see which car come in first, second, and third.
5. Students will gather evidence and record the data on their trial sheet as they conduct the ten races.
6. Students will share their outcome of the races and look back at their hypotheses. Did the surface of the track effect the speed of the car?
7. Students will create a bar graph to show how many times each car came in first place. *Show Prezi and allow students time to play interactive game online
Students can also create a version on father bar graph using brain pop.
Misconceptions: 1. Science is a solitary pursuit. Students and scientists need opportunities to work together, share ideas, and question each other. 2. Science is a collection of facts. Science is a process that should be fun and allow students opportunities to discover how the world works and building knowledge through a hands on inquiry approach.
Assessments: 1. Student created bar graph 2. Teacher observations during the car trials 3. Extension Activity- students will write an answer the question: If we did this again with three new tracks, one covered with cloth, one covered with paper, and one covered with Saran Wrap. Use what you have learned about friction to hypothesize which surface will be the fastest and the slowest.
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.> Lesson Plan: Create a Recess Racetrack- Surface Friction
Your name: Dorrie Kelley
Lesson Title: Recess Racetrack
Grade Level: 1/2
State Standards: Science:
Physics Standard 4 Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object. Writing:
CC. 8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
CC.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Lesson Question:
What is friction?
How do different types of surfaces effect friction?
What surfaces have the most amount of friction? Least amount?
Introduction:
Yay! Our principal has decided to let us build a racetrack next to our playground. You will be able to use the racetrack during recess and after school. You will be able to ride your bike, your skateboard, your scooter, or even roller skate!
The principal has asked that you test out different surfaces to determine which surface will be the safest to use when building the racetrack. As you test out the different surfaces, think about which types of surfaces have the most amount of friction? Which types of surfaces have the least amount of friction?
Task:
In order to choose the safest and the most efficient surface, you must first learn about friction. You will watch 2 videos, 1 prezi, and learn a song about friction. Next, you will work in groups of 3 to test out and analyze how a toy car moves on 3 different surfaces. Finally, you will create a model of the perfect recess racetrack and write a letter to your principal that will persuade him/her to build YOUR racetrack.
Ready...Set...Go!!!
Process:
Day 1
1. First you and your class will watch the prezi below to learn about what friction is. Listen to your teacher as she reads about what friction is and what would happen if we didn't have friction.
3. Finally, you will watch and listen to the song below a few times at home as homework tonight. See if you can remember some of the words to the song. We will be singing it in class tomorrow!
Click on the link below to watch and listen to the friction song.
1. First you and your two partners will need to get:
Three pieces of wood. One piece of wood that is covered with sand paper, one that is covered with aluminum foil, and one that has no covering.
Three toy cars
Six textbooks
Your science journal
A pencil
Experiment directions worksheet
2. Find a spot in the classroom to build your 3 tracks using the wood pieces and the text books to create an incline (hill). Look at the picture below to make sure you set up your pieces of wood correctly.
3. Before you test any of the surfaces, make a prediction about which surface will be the fastest and which will be the slowest. Write your prediction in your science journal.
4. Next, line up your 3 cars at the top of the incline. On the count of three, each person will lightly push one of the race cars down the incline.
5. You will all need to record in your journal which race car comes in first, second, and third.
6. Repeat the experiment ten times so that you have ten races recorded in your journal.
7. Put away your materials and then talk with your group about what you notice.
Do you see any patterns? Which car came in first place most often? Which car came in last place most often?
What does that tell you about surface friction?
Look back at your predictions. We're you right?
8. Be ready to share your results and what you learned with the class.
9. Either at home or during free time in class, try out at least two of the games below to experiment more with surface friction.
Use the checklist below to show which games and quizes you tried.
1. Using what you have learned about friction, you will now create a model recess racetrack and write a letter to your principal telling him or her why your track is the best. You may work alone or with a partner.
2. Get markers and a piece of poster board.
3. Draw your racetrack and label the parts.
4. Write a letter to your principal that describes your racetrack, tells why your racetrack is safer than other possible racetracks, and explains what friction is and how it affects different surfaces.
5. Give your model racetrack and letter to your principal...Good Luck!
6. Now that you are a friction expert, take both of the quizzes below.
Workshop Wiki Page - Dorrie Kelly
Workshop 2 - MCAS Assessments & Curriculum Mapping
MCAS QUESTIONS
Question about the Motion of a Toy Car
Standard 4: Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Activity:
Question about Riding the Bike to School
Standard 4: Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change.
Activity: Design and construct a candle wheel that demonstrates how heat can cause a propeller to spin. Children could record the time it takes them to ride to and from the same place for multiple days and then graph the results
In grades PreK–2, students’ curiosity is engaged when they observe physical processes and sort objects by different criteria. During these activities, students learn basic concepts about how things are alike or different. As they push, pull, and transform objects by acting upon them, the students see the results of their actions and begin to understand how part of their world works. They continue to build understanding by telling stories about what they did and what they found out.
Medford does not really have a science curriculum map. Teachers just teach based on the requirements of the state.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -- Details
File Not Found - 150 KB
Lesson on Push and Pull for First Grade:Conceptual Knowledge Building Activity Types
Demonstration
http://prezi.com/mi_xndqy5_tv/forces-push-and-pull/
http://www.youtube.com/watch?v=FOcY37oGhj8
Procedural Knowledge Building Activity Types
http://www.youtube.com/watch?v=TI4WUKrJh_g
Knowledge Expression Activity Types
Websites to use:
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
Stage 1 Activity:
Objective:
Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Activity type:
Learn about the push and pull of objects. Then try pushing cars on a different surfaces (e.g., rough, soft). Make predictions as to what directions and how the surface will affect how the car will move and how far they will go. Students can record their results.
Instructions:
1. The teacher will read the book, Silly Sally by Audrey Wood and list ways people move on a chart.
2. After discussing how people move, the children will experiment with how objects move.
3. They will sort objects using a venn diagram by push, pull or both.
4. Next, student will experiment with rolling cars over different surfaces and use a recording
5. Before they begin, students should make predictions about which surface will be the easiest/hardest to push the car on
6. After the children have experimented, discuss as a group the finding and look back at the predictions.
Online component:
The students will play interactive games with cars on different surfaces
http://www.sciencekids.co.nz/gamesactivities/friction.html
Classroom materials:
Book:Silly Sally, objects you push and pull, toy cars, different surfaces, venn daigram and recording sheet
Assessment:
1. Children sort pictures of objects under labels of "push", "pull", or "both"
2. Children present in small groups their finding and explain why one surface is easier/harder to push the car on
Please place a comment about my stage one activity below :)
Dorrie,
Sounds like a great lesson. You could have the students complete a graph with their results. When I did a similiar lesson we used sand paper, the carpet, and tile for the different surfaces. Love the book Silly Sally. Great choice!! :)
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Activity 1- What is the Web 2.0 tool?
- Quizlet is an online tool for creating flash cards. Students can also take a quiz based on the flash card content. You can make your own flashcards to use with your class, or you can search for already created content that in many Earth Science categories.
Pushing and Pulling Quizlet: http://quizlet.com/_2yfdrActivity 2:
Concepts needed for assessment: Pushing, pulling, the effect a surface has on movement
I made a test using ClassMaker
Students will all take the test at the same time in the computer lab. The teacher could read aloud the questions one by one as the students click their answers.
Please try taking the First Grade Push and Pull Test I made using ClassMaker:
Hi Dorrie -- This is great. One suggestion. Change the wording below to address a student in your class OR another teacher who might use this activity with her/his class. This will make things easier for you when you create your lesson. Kathy
Workshop 6 - Scientific Investigations
Black Box Investigation
I would use this activity as either a review of material already learned in a push and pull unit or as a introduction to activate students prior knowledge. I would have several cubes with pictures and words of things that can be pushed, several cubes with pictures and words of things that can be pulled, and cubes with pictures and word of things that can be both pushed and pulled. The children would work in small groups to determine what all the pictures had in common. They would use their prior knowledge to make predictions about what the covered side could have on it.
Objective:
Students will discuss the relationship of the pictures and words on the Black Box Cube and predict what the covered side might possibly have on it. They will need to determine what all the other pictures/words have in common.
Materials: pencil, paper to record predictions and the template below
Pictures/Words for cubes:
Cube 1: swing, shopping cart, baby stroller, wheelbarrow, keyboard buttons, (covered side would say: things that can be pushed)
Cube 2: hair pull, tug of war, dog on a leash, luggage, digging with a shovel, (covered side would say:things that can be pulled)
Cube 3: door, chair, brushing your teeth, toy car, container with a top on it, (covered side would say: things that can be pushed and pulled)
The teacher should model this using other dice with different concepts. The teacher should guide the students through the process of discussing the evidence (pictures/words) and making predictions about what the hidden pictures/words might be. the teacher should point out how he/she is using the pictures/words as supporting evidence to help make an informed prediction.
As an assessment, the teacher could ask the students to create their own Black Box template with pictures of either push, pull or both items. Then a peer could try to figure out which concept the template was about.
Stage 2 Activity:
Objective:
1. The students will be able to describe and explain what friction is.
2. The students will be able to describe the effects different surfaces have on the motion of a toy car.
3. The students will be able to read and create a bar graph to show the results of their experiment.
Standard:
231. Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Materials:
3 toy cars of different colors per group, 3 pieces of wood (1 covered with sandpaper, 1 covered with aluminum foil, and 1 not covered), textbooks, trial recording sheet, pencil
Task:
Students have been learning about forces and motion. They have had some introductory lessons on friction.
Students will learn more about friction by racing toy cars on three different surfaces. They will record their data for ten race trials. They will then create a bar graph to show results.
Procedure:
1. Students will have 3 pieces of wood. One will be covered with sand paper, one will be covered with aluminum foil, and one will have no covering.
2. Students will work in pairs to build 3 tracks using the wood pieces and text books to create an incline.
3. Students will record a hypotheses about which surface will be the fastest and the slowest.
4. Students will conduct ten race car experiments to test the effects of different surfaces on the speed of the cars. They will line up the 3 cars for a race to see which car come in first, second, and third.
5. Students will gather evidence and record the data on their trial sheet as they conduct the ten races.
6. Students will share their outcome of the races and look back at their hypotheses. Did the surface of the track effect the speed of the car?
7. Students will create a bar graph to show how many times each car came in first place.
*Show Prezi and allow students time to play interactive game online
Grouping:
Students will work with a partner
Web 2.0:
1. A prezi to give conceptual knowledge of friction
http://prezi.com/s9-h_vyg1dlr/friction/
2. Students will play the interactive games with cars on different surfaces
http://www.sciencekids.co.nz/gamesactivities/friction.html
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml
Students can also create a version on father bar graph using brain pop.
Misconceptions:
1. Science is a solitary pursuit.
Students and scientists need opportunities to work together, share ideas, and question each other.
2. Science is a collection of facts.
Science is a process that should be fun and allow students opportunities to discover how the world works and building knowledge through a hands on inquiry approach.
Assessments:
1. Student created bar graph
2. Teacher observations during the car trials
3. Extension Activity- students will write an answer the question: If we did this again with three new tracks, one covered with cloth, one covered with paper, and one covered with Saran Wrap. Use what you have learned about friction to hypothesize which surface will be the fastest and the slowest.
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan: Create a Recess Racetrack- Surface Friction
Your name: Dorrie Kelley
Lesson Title: Recess Racetrack
Grade Level: 1/2
State Standards:
Science:
Physics Standard 4 Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Writing:
CC. 8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
CC.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Lesson Question:
What is friction?
How do different types of surfaces effect friction?
What surfaces have the most amount of friction? Least amount?
Introduction:
Yay! Our principal has decided to let us build a racetrack next to our playground. You will be able to use the racetrack during recess and after school. You will be able to ride your bike, your skateboard, your scooter, or even roller skate!
The principal has asked that you test out different surfaces to determine which surface will be the safest to use when building the racetrack. As you test out the different surfaces, think about which types of surfaces have the most amount of friction? Which types of surfaces have the least amount of friction?
Task:
In order to choose the safest and the most efficient surface, you must first learn about friction. You will watch 2 videos, 1 prezi, and learn a song about friction. Next, you will work in groups of 3 to test out and analyze how a toy car moves on 3 different surfaces. Finally, you will create a model of the perfect recess racetrack and write a letter to your principal that will persuade him/her to build YOUR racetrack.
Ready...Set...Go!!!
Process:
- Day 1
1. First you and your class will watch the prezi below to learn about what friction is. Listen to your teacher as she reads about what friction is and what would happen if we didn't have friction.Click on the link below to watch the prezi.
Prezi Friction
2. Next you will watch 2 videos to learn more about friction.
Click on the links below.
Video 1
Video 2
3. Finally, you will watch and listen to the song below a few times at home as homework tonight. See if you can remember some of the words to the song. We will be singing it in class tomorrow!
Click on the link below to watch and listen to the friction song.
Song PAY**
- Day 2
1. First you and your two partners will need to get:2. Find a spot in the classroom to build your 3 tracks using the wood pieces and the text books to create an incline (hill). Look at the picture below to make sure you set up your pieces of wood correctly.
3. Before you test any of the surfaces, make a prediction about which surface will be the fastest and which will be the slowest. Write your prediction in your science journal.
4. Next, line up your 3 cars at the top of the incline. On the count of three, each person will lightly push one of the race cars down the incline.
5. You will all need to record in your journal which race car comes in first, second, and third.
6. Repeat the experiment ten times so that you have ten races recorded in your journal.
7. Put away your materials and then talk with your group about what you notice.
- Do you see any patterns? Which car came in first place most often? Which car came in last place most often?
- What does that tell you about surface friction?
- Look back at your predictions. We're you right?
8. Be ready to share your results and what you learned with the class.9. Either at home or during free time in class, try out at least two of the games below to experiment more with surface friction.
Games:
Game 1
Game 2
Game 3
Game 4
Game 5
1. Using what you have learned about friction, you will now create a model recess racetrack and write a letter to your principal telling him or her why your track is the best. You may work alone or with a partner.
2. Get markers and a piece of poster board.
3. Draw your racetrack and label the parts.
4. Write a letter to your principal that describes your racetrack, tells why your racetrack is safer than other possible racetracks, and explains what friction is and how it affects different surfaces.
5. Give your model racetrack and letter to your principal...Good Luck!
6. Now that you are a friction expert, take both of the quizzes below.
Quiz 1
Quiz 2
Conclusion:
At the end of this unit you will have created your own recess racetrack and learned lots about friction.
Assessments:
Assessment Rubric: